English Lang Specimen Set 2 Paper 2 2

GCSE (9-1)
English Language
Paper 2: Non-fiction and Transactional Writing
SPECIMEN PAPERS SET 2

Pearson Edexcel Level 1/Level 2 GCSE (9-1) in English Language
Paper 2 (1EN0/02)
Introduction______________________________________
This specimen paper has been produced to complement the sample assessment
materials for Pearson Edexcel Level 1/Level 2 GCSE (9-1) in English Language and is
designed to provide extra practice for your students. The specimen papers are part of a
suite of support materials offered by Pearson.
The specimen papers do not form part of the accredited materials for this qualification.
General marking guidance
• All candidates must receive the same treatment. Examiners must mark the last
candidate in exactly the same way as they mark the first.
• Mark schemes should be applied positively. Candidates must be rewarded for
what they have shown they can do rather than be penalised for omissions.
• Examiners should mark according to the mark scheme – not according to their
perception of where the grade boundaries may lie.
• All the marks on the mark scheme are designed to be awarded. Examiners
should always award full marks if deserved, i.e. if the answer matches the
mark scheme. Examiners should also be prepared to award zero marks if the
candidate’s response is not worthy of credit according to the mark scheme.
• Where some judgment is required, mark schemes will provide the principles by
which marks will be awarded and exemplification/indicative content will not be
exhaustive.
• When examiners are in doubt regarding the application of the mark scheme to
a candidate’s response, a senior examiner must be consulted before a mark is
given.
• Crossed-out work should be marked unless the candidate has replaced it with
an alternative response.
Marking guidance – specific

• The marking grids have been designed to assess student work holistically. The grids
identify the Assessment Objective being targeted by the level descriptors.
• When deciding how to reward an answer, examiners should consult both the
indicative content and the associated marking grid(s). When using a levels-based
mark scheme, the ‘best fit’ approach should be used.
• Examiners should first decide which descriptor most closely matches the answer and
place it in that level.
• The mark awarded within the level will be decided based on the quality of the answer
and will be modified according to how securely all bullet points are displayed at that
level.
• In cases of uneven performance, the points above will still apply. Candidates will be
placed in the level that best describes their answer according to the Assessment
Objective described in the level. Marks will be awarded towards the top or bottom of
that level depending on how they have evidenced each of the descriptor bullet
points.
• Indicative content is exactly that – it consists of factual points that candidates are
likely to use to construct their answer. It is possible for an answer to be constructed
without mentioning some or all of these points, as long as they provide alternative
responses to the indicative content that fulfil the requirements of the question. It is
the examiner’s responsibility to apply their professional judgment to the candidate’s
response in determining if the answer fulfils the requirements of the question.
Pearson Edexcel Level 1/Level 2 GCSE (9–1)
English Language
Section A: Reading Texts Insert
Specimen Papers (Set 2) for first teaching Paper Reference

September 2015
Time: 2 hours
1EN0/02
Do not return the insert with the question paper.
Advice
• Read the texts before answering the questions in Section A of the
question paper.
Turn over
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©2015 Pearson Education Ltd.
1/1/1
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Read the text below and answer Questions 1–3 on the question paper.
TEXT 1
Extract from ‘Love Letters of the Great War’, an anthology of letters written to and from
soldiers during the First World War.
This edited letter was written by rifleman Bert Bailey to his wife Lucilla. Bert and Lucilla had
married in June 1915, when he was last at home on leave. A few hours after writing this letter,
Bert was killed.
Wednesday, 27 October 1915
My Darling Wife,
Another night has passed and another morning come and I am still in the trenches and
in good health. Although all day and night on Monday it rained steadily yet Tuesday
(yesterday) morning broke fair and fine and we had a nice day except that underneath 5
everything was mud and slosh. We were employed all the morning and afternoon in
putting down boards along the trenches and have greatly improved it for walking…
Just a few words now about your last parcel. I don’t often mention everything, but I do
appreciate the rag you sent me, it is so very useful. The piece this week is lovely and I
make a very shrewd guess that, when I am using it as a tablecloth, it was not always 10
used for that purpose but once formed part of my lady’s – ‘Oh dear, oh dear, what am I
saying’ – nevertheless, it is grand to wrap my bread in and keep my food clean and nice.
Cigarettes – don’t send any more until I ask you to. Toffee, condensed milk, candles, rice
and potted meat: the toffee, milk, rice and one candle have all gone. Potted meat for tea
today, candle tonight if necessary. The Oxo cubes will be very nice to augment* my soup 15
with, no doubt. Don’t send me anymore Oxo or Bovril until I ask you to, Darling, will you?
The little pat of butter is always welcome, and the bread I think is an improvement on
buying expensive cakes. Of course a little home-made cake is nice, but I was never a lover
of cake. Please discontinue sending tea, sugar and salt for a bit, Darling, as I have plenty.
Don’t think I am trying to economise and stint myself because it is not that, and it all 20
helps us, dear, doesn’t it?
Now my little Darling, you must be patient with me won’t you and don’t get cross
because I have been having a lot to say about the parcels. You are a pet to send them and
you know you asked me to guide you as to what I most required, didn’t you?
The pastry of your own make was absolutely A1, and a perfect success – and she’s the 25
little girl who said, ‘Oh, I can only cook a plain dinner.’ One great thing is off my mind and
that is that I need never fear for my life in the future when you send me or make
me pastry!
The weather has remained fine all the afternoon and let’s hope it will be fine tonight.
A cold night’s bad, but a wet cold night is worse. You must not worry about me, Darling, 30
because I am just as able to look after myself as the other chaps. So, dearest little one,
just keep cheerful and enjoy yourself all you can, and wrap up now the cold is here. If you
require new clothes in the way of an overcoat or mac or gloves or anything for the winter,
don’t let yourself go short, will you? Just take it from the cash and note it in the book as
I told you, so that we can see how the cash is made up for the sake of keeping proper 35
accounts. I’m afraid I twaddle** a lot but never mind.
2
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I remain
ever your own devoted
Bert
augment* – enhance
twaddle** – talk rubbish
3
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Turn over
Read the text below and answer Questions 4–7 on the question paper.
TEXT 2
Extract from ‘A Girl Called Jack: 100 Delicious Budget Recipes’ by Jack Monroe (2014).
Jack Monroe is a journalist, food writer and campaigner against hunger and poverty in the
UK. This extract is taken from the introduction to her book, where she discusses her experience
of living on a budget to feed herself and her son, who she refers to as ‘Small Boy’.
I spent a year unemployed from 2011 to 2012, with a budget of around £10 per week for
food for me and Small Boy. I moved from shopping online and having swanky organic
fruit and vegetables delivered in a recyclable cardboard box, to living out of the orange
and white livery* of the Basics range at my local supermarket. The ardent foodie in me
was utterly miserable. Cheap, processed ready meals and a lack of fruit and vegetables 5
led to poor sleep patterns and a constantly hungry child, and for the first time in my life
my skin broke out in big angry spots. Something bad was going in, and nothing good
was coming out of it.
Things had to change. I no longer had the well-stocked kitchen of my former home, nor
the ‘luxury executive apartment’; I had a kitchen I couldn’t so much as lie down in, with 10
an oven, a hob and two saucepans, but I decided to dust off my apron and cook meals
from scratch, as cheaply as I possibly could. I cut down on meat and dairy products, out
of necessity, and fell in love with home-cooked food again.
The results were, and continue to be, surprising. I found that my £10 weekly budget
extended to home-baked breads for breakfast, thick wholesome protein-packed soups, 15
warming winter casseroles and curries and stews, home-made burgers and piles of fruit
and vegetables. Small Boy and I are healthier, happier and still a bit soft around the
edges, with three meals a day and a supply of bread and snacks as and when we want
them. Cooking for one and a half people used to feel pointless and laborious; now it’s
quick and delightful, with minimal preparation and washing-up. All my recipes can be 20
made easily for one hungry person, or one person and a child, or in multiples, and frozen
for home-made ready meals.
Being a parent means I don’t have hours to spend in the kitchen, so most of my recipes
are speedy and simple. There’s no tarting about, no fancy expensive ingredients, but still,
when I call my friends and invite them over for dinner, I manage to fill a table and they 25
manage to clear their plates with compliments and smiles and disbelief that I do it
so cheaply.
I started to document my recipes on my online blog, www.agirlcalledjack.com, and
soon different people were asking me every day if I would put them all into a cookbook.
People emailed me to tell me how much money they were saving on their weekly shop. 30
I don’t claim to be the world’s greatest cook, but I can sweat an onion and sauté a
mushroom with the best of them; and in an age of glossy food on our televisions
watched while stabbing ready meals with a fork, there seems to be a disheartening
disconnect between fantastic, nutritious food and the myth that one needs a fancy
kitchen and seventy ‘store cupboard essentials’ to cook them with. It’s simply not true. 35
Cooking can be easy.
livery* – the brand colours of a supermarket
4
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BLANK PAGE
Sources:
Text 1: Love Letters of the Great War, edited by Mandy Kirkby, 2014, Macmillan; Main Market Ed. edition.
Text 2: A Girl Called Jack: 100 Delicious Budget Recipes, Jack Monroe, 2014, Penguin.
Every effort has been made to contact copyright holders to obtain their permission for the use of copyright
material. Pearson Education Ltd. will, if notified, be happy to rectify any errors or omissions and include any
such rectifications in future editions.
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Write your name here
Surname Other names
Centre Number Candidate Number

Pearson Edexcel
Level 1/Level 2 GCSE (9–1)
English Language
Specimen Papers (Set 2) for first teaching Paper Reference

September 2015
Time: 2 hours
1EN0/02
You must have: Total Marks
Reading Text Insert
Instructions
• Use black ink or ball-point pen.
• Fill in the boxes at the top of this page with your name, centre number
and candidate number.
• Answer all questions in Section A and ONE in Section B.
• You should spend about 1 hour and 15 minutes on Section A.
• You should spend about 45 minutes on Section B.
• Answer the questions in the spaces provided
– there may be more space than you need.
Information
• The total mark for this paper is 96.
• The marks for each question are shown in brackets
– use this as a guide as to how much time to spend on each question.
• Questions labelled with an asterisk (*) are ones where the quality of your
written communication will be assessed
– you should take particular care on these questions with your spelling,
punctuation and grammar, as well as the clarity of expression.
Advice
• Read each question carefully before you start to answer it.
• Check your answers if you have time at the end.
Turn over
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©2015 Pearson Education Ltd.
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1/1/1
SECTION A – Reading
Read Text 1. Then answer Questions 1–3.
You should spend about 1 hour 15 minutes on the WHOLE of Section A (Questions 1–7).
Write your answers in the spaces provided.
1 From lines 11–16, identify two items the writer tells his wife not to send until he asks
for them.
1 ............................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2 ............................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(Total for Question 1 = 2 marks)
2 Give one example from lines 22–28 of how the writer uses language to show his
feelings for his new wife.
Example from the text:
(1)
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How the writer uses language:

(1)
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3 Analyse how the writer uses language and structure to interest and engage the reader.
Support your views with detailed reference to the text.
(15)
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4
*S50467A0419*
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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5
Read Text 2. Then answer Questions 4–7.
Write your answers in the spaces provided.
4 From lines 17–22, identify how cooking for ‘one and a half people’ has improved.
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................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(Total for Question 4 = 1 mark)
5 Cheap, processed ready meals and a lack of fruit and vegetables led to poor sleep patterns
and a constantly hungry child, and for the first time in my life my skin broke out in big
angry spots.
In this example, from lines 5–7, how does the writer use language to show how
eating processed food made her feel?
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................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(Total for Question 5 = 1 mark)
6
*S50467A0619*
6 In this extract, the writer tries to show how others are affected by her experience.
Evaluate how successfully this is achieved.
Support your views with detailed reference to the text.
(15)
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................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
7
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8
*S50467A0819*
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9
Question 7 is about Text 1 and Text 2. Answer both parts of the question.
Refer to both texts in your answers.
Write your answer in the space provided.
7 (a) The two texts show people taking care of others.
What similarities do Bert and Jack share in these extracts?
Use evidence from both texts to support your answer.
(6)
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10
*S50467A01019*
(b) Compare how the writers of Text 1 and Text 2 present their ideas and perspectives
about changes in their situations.
Support your answer with detailed references to the texts.
(14)
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11
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................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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12
*S50467A01219*
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TOTAL FOR SECTION A = 56 MARKS
13
SECTION B – Transactional Writing
Answer ONE question. You should spend about 45 minutes on this section.
Write your answer in the space provided.
EITHER
*8 Write a section for a text book to help people manage changes in their lives.
In your text, you could include:
• what type of changes you and others have to cope with
• how change can affect people
• the ways people can deal with change
as well as any other ideas you might have.
*Your response will be marked for the accurate and appropriate use of vocabulary,
spelling, punctuation and grammar.
OR
*9 Your local newspaper has published an article called ‘Is it really more expensive to eat
healthy food?’
Write a letter to the newspaper giving your views.
In your letter, you could include:
• your views on what food is considered healthy or unhealthy
• your views on the cost of unhealthy or ‘junk’ food
• things that people can do to eat healthily and save money
as well as any other ideas you might have.
*Your response will be marked for the accurate and appropriate use of vocabulary,
spelling, punctuation and grammar.
14
*S50467A01419*
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*S50467A01619*
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................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
17
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
18
*S50467A01819*
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
TOTAL FOR SECTION B = 40 MARKS

TOTAL FOR PAPER = 96 MARKS
19
*S50467A01919*
Paper 2 Mark scheme
The table below shows the number of raw marks allocated for each question in this mark
scheme.

Assessment Objectives Total marks

Component AO1 AO2 AO3 AO4 AO5 AO6

Component 2 –
Non-fiction and
Transactional
Writing

Question 1 2 2

Question 2 2 2

Question 3 15 15

Question 4 1 1

Question 5 1 1

Question 6 15 15

Question 7a 6 6

Question 7b 14 14

Question 8 or 9 24 16 40
1

Section A – Reading
Question AO1: Identify and interpret explicit information and ideas Mark
Number
1 Accept any two of the following answers, based on lines 11-16: (2)
Cigarettes, Oxo, Bovril.
Question AO2: Explain, comment on and analyse how writers use Mark
Number language and structure to achieve effects and influence
readers, using relevant subject terminology to support their
views
2 Award 1 mark for a valid example from lines 22-28, and 1 mark for (2)
how the writer uses language.
For example:
Example from the text: How the writer uses

language:
‘Darling’ (1) the way the writer uses a ‘pet
name’ for his wife (1)
‘little’ (1) the writer uses an adjective in
an affectionate way (1)
‘won’t you’ / ‘didn’t you’ (1) the writer uses (tag) questions
to show he does not want to
upset his wife (1)
‘You are a pet’ (1) the writer uses an affectionate

metaphor to describe his wife
(1)
‘absolutely A1’ (1) the writer uses alliteration to
emphasise how much he
enjoyed her cooking (1)
‘Oh, I can only cook a plain the writer uses speech as a
dinner.’ (1) medium of affectionate teasing
(1)
‘I need never fear for my the writer uses language to
life’ (1) tease his wife, showing
affection between them (1)
2

In responses to the question, examiners should be aware of the different ways
candidates may structure their responses. There should be sufficient evidence analysing
both language and structure to reward responses. Responses that are unbalanced
cannot access Level 3 or above, where analysis of both language and structure
is required.
Question Indicative content
Number
3 Reward responses that analyse how the text uses language and structure to
interest and engage the reader.
Responses may include the following points about the language of the text:
the use of personal pronouns: repetitive use of ‘I’ creates a sense that the
events are personal
the language used creates a sense of normality in that the letter starts
with news and weather: ‘on Monday it rained steadily yet Tuesday
(yesterday) morning broke fair and fine’
references to time show that events are important to him and create a
sense that he is missing home: ‘Another night has passed and another
morning come’, ‘all day and night on Monday’, ‘all the morning and
afternoon’
positive language is used to show he is trying to remain upbeat despite the
circumstances: ‘good’, ‘fair and fine’, ‘we had a nice day’, ‘greatly
improved’
the writer emphasises how pleased he is when he talks about what his wife
has sent him: ‘it is so very useful’, ‘The piece this week is lovely’, ‘it is
grand’, ‘very nice’
alliteration is used to create interest: ‘fair and fine’
use of emotive language conveys the writer's feelings and affection for his
wife: ‘my little Darling’, ‘Dearest little one’; this contrasts with his feelings
about work which are implied through language like ‘employed’ and
‘putting down boards along the trenches’
he uses contrasting descriptions to show he wants his wife to know he is
alright, but also he does not want her to feel that he is pleased to be
away: ‘we had a nice day except that underneath everything was mud and
slosh’, ‘A cold night’s bad, but a wet cold night is worse. You must not
worry about me, Darling’
colloquial language is used to show he is talking to someone he knows and
is relaxed with: ‘slosh’, ‘twaddle’.
Responses may include the following points about the structure of the text:
the letter starts with repetition of ‘another’ to show how long he has been
away: ‘Another night has passed and another morning’
use of lists shows what the writer wants and does not want his wife to
send: ‘Toffee, condensed milk, candles, rice and potted meat’
the letter uses (tag) questions to show that he is engaging his wife in the
letter and to try to avoid upsetting her: ‘will you’, ‘doesn’t it?’, ‘won’t you’,
‘didn’t you?’
the use of structure shows the spontaneity of his thinking: ‘Potted meat for
tea today, candle tonight if necessary’, ‘it was not always used for that
purpose but once formed part of my lady’s – ‘Oh dear, oh dear, what am I
saying’’
the use of a variety of paragraph lengths: short paragraphs to make
specific personal comments to his wife and longer paragraphs to explore
the wider context for both of them
the letter suggests it is one of a sequence; it makes reference to the past
at the start: ‘I am still in the trenches’, ‘your last parcel’; it ends by looking
to the future: ‘If you require new clothes…for the winter’.
(15 marks)
3
Level Mark AO2: Explain, comment on and analyse how writers use
language and structure to achieve effects and influence
views
0 No rewardable material.
Level 1 1–3 Limited comment on the text.

Identification of the language and/or structure used to
achieve effects and influence readers.
The use of references is limited.
Level 2 4–6 Comment on the text.

Comment on the language and/or structure used to
achieve effects and influence readers, including use of
vocabulary.
The selection of references is valid, but not developed.
NB: The mark awarded cannot progress beyond the top of
Level 2 if only language OR structure has been considered.
Level 3 7–9 Explanation of the text.

Explanation of how both language and structure are
used to achieve effects and influence readers, including
use of vocabulary and sentence structure.
The selection of references is appropriate and relevant
to the points being made.
Level 4 10–12 Exploration of the text.

Exploration of how both language and structure are
used to achieve effects and influence readers, including
use of vocabulary, sentence structure and other
language features.
The selection of references is detailed, appropriate and
fully supports the points being made.
Level 5 13–15 Analysis of the text.

Analysis of how both language and structure are used
to achieve effects and influence readers, including use
of vocabulary, sentence structure and other language
features.
The selection of references is discriminating and
clarifies the points being made.
4
Question AO1: Identify and interpret explicit information and ideas Mark
Number
4 Accept any reasonable answer based on lines 17-22. (1)
Quotations and candidate's own words are acceptable.
For example:
‘used to feel pointless and laborious; now it’s quick and

delightful’
quicker
‘delightful’
‘minimal preparation’/ less washing-up
recipes can be easily made ‘for one hungry person, or one
person and a child, or in multiples.’
food can be made ahead and frozen.
Question AO2: Explain, comment on and analyse how writers use Mark
Number language and structure to achieve effects and influence
views
5 Accept any reasonable answer based on the example given. (1)
For example:
the description of ‘Cheap, processed ready meals’ suggests a

lack of quality or attention to quality (1)
negative language like ‘lack of’, ‘poor’, ‘broke out’ and ‘angry’
shows that she felt unhealthy and unhappy (1)
the description of her child emphasises the anxiety that she
feels for her son (1)
the personification of the spots as ‘big angry spots’ shows the
negative physical impact of the food on her (1).
5
Number
6 Reward responses that evaluate how successfully the writer shows how her
experience has affected others.
References to writer’s techniques should only be credited at Level 2 and

above if they support the critical judgement of the text.
Responses may include:

the opening of the extract indicates that the events described are from the
writer's own words, showing that this is a shared personal experience
the opening of the extract gives a narrative of her reasons for writing a book
to assist in the campaign or promote her campaign to others against hunger
and poverty
she refers to her son as ‘Small Boy’. The fact that she has to look after a
young child on a meagre budget draws similarities with her ‘small’ amount of
money she has to spend on food
the effect of the ‘cheap processed ready meals’ is shown in physical terms
which crafts the impact on others: led to a ‘constantly hungry child’
the writer’s conscious crafting of the extract demonstrates the development of
the theme from problem (hunger) to solution (‘home-cooked food’) to results
that impact on ‘Small Boy’: ‘Small Boy and I are healthier, happier and still a
bit soft around the edges’
the description of how the writer’s friends are complimentary about her new
found recipes shows the impact positively: ‘I manage to fill a table and they
manage to clear their plates with compliments and smiles and disbelief that I
do it so cheaply’
the way the writer crafts the extract to show how others can interact with her
ideas is effective: users of the internet are able to follow the writer’s recipes
as they follow her blog on www.agirlcalledjack.com
the writer structures the piece to move from her difficult financial situation at
the start to the positive financial effects of her blog on other people: ‘People
emailed me to tell me how much money they were saving on their weekly
shop’
the impact on others is ultimately seen in those who end up buying her book:
‘All my recipes can be made easily for one hungry person, or one person and
a child, or in multiples, and frozen for home-made ready meals’.
(15 marks)
6
Level Mark AO4: Evaluate texts critically and support this with appropriate
textual reference
Level 1 1–3 Description of ideas, events, themes or settings.

Limited assertions are offered about the text.
Level 2 4–6 Comment on ideas, events, themes or settings.

Straightforward opinions with limited judgements are
offered about the text.
Level 3 7–9 Explanation of ideas, events, themes or settings.

Informed judgement is offered about the text.
The selection of references is appropriate and relevant to
the points being made.
Level 4 10–12 Analysis of ideas, events, themes or settings.

Well-informed and developed critical judgement is
offered about the text.
The selection of references is appropriate, detailed and
fully supports the points being made.
Level 5 13–15 Evaluation of ideas, events, themes or settings.

There is a sustained and detached critical overview and
judgement about the text.
The selection of references is apt and discriminating and
is persuasive in clarifying the points being made.
7
Number
7a Students must draw on BOTH texts to access marks.

both texts show that Bert and Jack are removed from the comfort of
normality – Text 1 shows the writer away at war while Text 2 shows her
living in a much smaller place than she was used to
both writers have family responsibilities. Text 1 refers to a traditional early
20th century husband informing his wife what she must do; while Text 2
shows the writer having to fend for herself while looking after her son, ‘Small
Boy’
both writers have to cook or eat with limited resources. In Text 1 the writer
receives food parcels from his wife whereas the writer in Text 2 has to eat
the ‘Basics range’. In Text 1 the writer has to use a rag to keep his food
clean and the writer in Text 2 only has ‘a hob and two saucepans’
Bert and Jack both explain that even with limited resources there is always a
choice. In Text 1 the writer asks his wife to not send certain items. Similarly
in Text 2 the writer decides to ‘dust off my apron and cook meals from
scratch’
both writers hint at a positive future. Text 1 comments on ‘keeping proper
accounts’ to check their household budget when he gets back from the war
and Text 2 looks at how much healthier the writer and others have become
since changing eating habits
both writers have had to learn how to cope without luxuries: in Text 1 the
writer is not at home eating fresh home-cooked pastry and in Text 2 the
writer has had to do without her ‘well-stocked kitchen’ and ‘swanky organic’
food
both writers share an enjoyment of eating. In Text 1 the writer compliments
his wife on her pastry; in Text 2 it is the writer’s friends who compliment her
on her cooking.
(6 marks)
Level Mark AO1: Select and synthesise evidence from different texts
Level 1 1–2 Limited understanding of similarities

Limited synthesis of the two texts
The use of evidence is limited.
Level 2 3–4 Sound understanding of similarities

Clear synthesis of the two texts
The selection of evidence is valid but not developed and
there may be an imbalance.
Level 3 5–6 Detailed understanding of similarities

Detailed synthesis of the two texts
The selection of evidence is appropriate and relevant to
the points being made.
8
In responses to the following question, examiners should be aware of the different ways
candidates may structure their responses. There should be sufficient evidence in the
response analysing each text, and comparing the texts to reward responses.
Responses that are unbalanced will not be able to access Level 3 or above,
where explanation of writers’ ideas and perspectives is required alongside a
range of comparisons between texts.

Number
7b Reward responses that compare how each writer presents the changing
situations.

both show the impact of negative changes in circumstances. In Text 1 the
writer is a soldier in the trenches during WW1, whereas the writer in Text
2 has moved from affluence to poverty by being made unemployed
the texts have a different audience: in Text 1 the writer is speaking to a
particular person i.e. his new wife, whereas the writer in Text 2 is
speaking to a much wider and more diverse audience
both texts use a mix of formal but mainly informal language. While both
extracts are on serious topics, both writers manage to create some
humour or use irony
both texts are mainly about themselves and how they feel. Both writers
use a lot of personal pronouns, especially ‘I’ in order to explain how
isolated and lonely they feel
both show experiences when under pressure: of the war and having a new
wife in Text 1, a change in finances and caring for a small child in Text 2
both talk about the impact of their situations on others. In Text 1 the
writer is careful to explain without offending his wife, whereas the writer
in Text 2 talks of the impact on her young son
both writers gave practical advice to the readers: Text 1 to his wife on
how to cope with the winter and Text 2 to the readers on how to produce
cheap and healthy meals
both show how food prepared by others can be reassuring in their
situations. In Text 1 Bert is quick to compliment his wife on her pastry;
similarly the writer in Text 2 is able to compliment her own efforts and
relay the compliments of others as reassurance
both show the importance of hierarchy in a family but this contrasts
given the time of the text. In Text 1 the writer is clearly the head
of his traditional household being a male, whereas the writer in
Text 2, a female, is head of hers
both texts are personal about the situation but are used in different ways
- one uses the experience to reassure his wife, the other to raise interest
in her book/blog.
(14 marks)
9
Level Mark AO3: Compare writers’ ideas and perspectives, as well as how
these are conveyed, across two or more texts
Level 1 1–2 The response does not compare the texts.

Description of writers’ ideas and perspectives, including theme,
language and/or structure.
Level 2 3–5 The response considers obvious comparisons between the texts.
Comment on writers’ ideas and perspectives, including theme,
NB: The mark awarded cannot progress beyond the top of
Level 2 if only ONE text has been considered in detail.
Level 3 6–8 The response considers a range of comparisons between the

texts.
Explanation of writers’ ideas and perspectives including theme,
The selection of references is appropriate and relevant to the
points being made.
Level 4 9–11 The response considers a wide range of comparisons between the
texts.
Exploration of writers’ ideas and perspectives including how the
theme, language and/or structure are used across the texts.
References are balanced across both texts and fully support the
points being made.
Level 5 12–14 The response considers a varied and comprehensive range of

comparisons between the texts.
Analysis of writers’ ideas and perspectives including how the
theme, language and/or structure are used across the texts.
References are balanced across both texts, they are
discriminating, and clarify the points being made.
10

Section B – Transactional Writing
Refer to the writing assessment grids at the end of this section when marking
Question 8 and Question 9.

Number
*8 Purpose: to write a section for a text book to advise and/or inform.
Audience: the writing is for a general readership. The focus is on

communicating ideas about how to manage change. This can involve a range
of approaches.
Form: the response should be set out as a section for a text book using
organisational features. There should be clear organisation and structure with
an introduction, development of points and a conclusion.
Responses may:
comment on possible changes the writer and others have to cope with, for
example with regard to school, work, family, relationships and finances
discuss how change can affect people, for example physically or
emotionally and positively or negatively
offer comments on the ways change can be dealt with, such as planning
ahead where possible, having a positive outlook, communicating with
others such as friends and family.
(40 marks)
(includes 16 marks for the range of vocabulary and sentence

structures for clarity, purpose and effect, with accurate use of spelling
and punctuation)
11

Number
*9 Purpose: to write a letter to a newspaper to inform and/or persuade.
Audience: newspaper readers. Candidates can choose which local newspaper

they are writing for. The focus is on communicating ideas about the expense of
healthy food. This can involve a range of approaches.
Form: the response should be set out as a letter using organisational features.
There should be clear organisation and structure with an introduction,
development of points and a conclusion.
Responses may:
give views on what food is considered healthy or unhealthy, for example
‘fast food’, takeaway food, food with sugar, salt or fat
offer views on the cost of unhealthy or ‘junk’ food
identify and explain things that people can do to eat healthily and save
money, such as making home-made food, growing your own fruit and
vegetables, cooking in bulk and freezing food, planning ahead with meals.
(40 marks)
(includes 16 marks for the range of vocabulary and sentence structures

for clarity, purpose and effect, with accurate use of spelling and
punctuation)
12

Writing assessment grids for Question 8 and Question 9
A05:
Communicate clearly, effectively and imaginatively, selecting and adapting
tone, style and register for different forms, purposes and audiences
Organise information and ideas, using structural and grammatical features to
support coherence and cohesion of texts
Level Mark The candidate:
0 provides no rewardable material
Level 1 1–4 offers a basic response, with audience and/or purpose not fully
established
expresses information and ideas, with limited use of structural
and grammatical features
Level 2 5–9 shows an awareness of audience and purpose, with

straightforward use of tone, style and register
expresses and orders information and ideas; uses paragraphs and
a range of structural and grammatical features
Level 3 10–14 selects material and stylistic or rhetorical devices to suit audience
and purpose, with appropriate use of tone, style and register
develops and connects appropriate information and ideas;
structural and grammatical features and paragraphing make
meaning clear
Level 4 15–19 organises material for particular effect, with effective use of tone,
style and register
manages information and ideas, with structural and grammatical
features used cohesively and deliberately across the text
Level 5 20–24 shapes audience response with subtlety, with sophisticated and
sustained use of tone, style and register
manipulates complex ideas, utilising a range of structural and
grammatical features to support coherence and cohesion.
13

A06: Candidates must use a range of vocabulary and sentence structures for
clarity, purpose and effect, with accurate spelling and punctuation
Level Mark The candidate:
0 provides no rewardable material
Level 1 1-3 uses basic vocabulary, often misspelled

uses punctuation with basic control, creating undeveloped, often
repetitive, sentence structures
Level 2 4-6 writes with a range of correctly spelt vocabulary, e.g. words with
regular patterns such as prefixes, suffixes, double consonants
uses punctuation with control, creating a range of sentence
structures, including coordination and subordination
Level 3 7-9 uses a varied vocabulary and spells words containing irregular
patterns correctly
uses accurate and varied punctuation, adapting sentence
structure to contribute positively to purpose and effect
Level 4 10-12 uses a wide, selective vocabulary with only occasional spelling
errors
positions a range of punctuation for clarity, managing sentence
structures for deliberate effect
Level 5 13-16 uses an extensive vocabulary strategically; rare spelling errors do

not detract from overall meaning
punctuates writing with accuracy to aid emphasis and precision,
using a range of sentence structures accurately and selectively to
achieve particular effects.
14

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GCSE (9-1)

SPECIMEN PAPERS SET 2

Marking guidance – specific

Specimen Papers (Set 2) for first teaching Paper Reference

livery* – the brand colours of a supermarket

Centre Number Candidate Number

Specimen Papers (Set 2) for first teaching Paper Reference

(Total for Question 1 = 2 marks)

How the writer uses language:

(Total for Question 2 = 2 marks)

(Total for Question 3 = 15 marks)

(Total for Question 4 = 1 mark)

(Total for Question 5 = 1 mark)

(Total for Question 6 = 15 marks)

(Total for Question 7 = 20 marks)

TOTAL FOR SECTION A = 56 MARKS

(Total for Question 8 = 40 marks)

(Total for Question 9 = 40 marks)

TOTAL FOR SECTION B = 40 MARKS

Example from the text: How the writer uses

‘You are a pet’ (1) the writer uses an affectionate

Level 1 1–3 Limited comment on the text.

Level 2 4–6 Comment on the text.

Level 3 7–9 Explanation of the text.

Level 4 10–12 Exploration of the text.

Level 5 13–15 Analysis of the text.

‘used to feel pointless and laborious; now it’s quick and

the description of ‘Cheap, processed ready meals’ suggests a

References to writer’s techniques should only be credited at Level 2 and

Responses may include:

Level 1 1–3 Description of ideas, events, themes or settings.

Level 2 4–6 Comment on ideas, events, themes or settings.

Level 3 7–9 Explanation of ideas, events, themes or settings.

Level 4 10–12 Analysis of ideas, events, themes or settings.

Level 5 13–15 Evaluation of ideas, events, themes or settings.

Responses may include:

Level 1 1–2 Limited understanding of similarities

Level 2 3–4 Sound understanding of similarities

Level 3 5–6 Detailed understanding of similarities

Question Indicative content

Responses may include:

Level 1 1–2 The response does not compare the texts.

Level 3 6–8 The response considers a range of comparisons between the

Level 5 12–14 The response considers a varied and comprehensive range of

Question Indicative content

Audience: the writing is for a general readership. The focus is on

(includes 16 marks for the range of vocabulary and sentence

Audience: newspaper readers. Candidates can choose which local newspaper

(includes 16 marks for the range of vocabulary and sentence structures

Level Mark The candidate:

0 provides no rewardable material

Level 2 5–9 shows an awareness of audience and purpose, with

Level Mark The candidate:

0 provides no rewardable material

Level 1 1-3 uses basic vocabulary, often misspelled

Level 5 13-16 uses an extensive vocabulary strategically; rare spelling errors do

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